Day 1
01 Welcome 02 Intro to CSP 03 Break 04 Course & Exam 05 Previously on... 06 Model Lesson #1: U1L2 07 Lunch 08 Model Lesson #2: U1L3 09 Break 10 Binary Number Systems 11 Plugged and Unplugged Lessons 12 Understanding the Lesson 13 Wrap-up
Day 2
14 The Teacher's Role 15 Role in Assessment 16 Break 17 Implementation Plan 18 TLO #1: U1L7 19 Previously on... 20 Lunch 21 TLO #2: U1L9 22 Break 23 TLO #3: U1L10 24 Unit 1 - Connections 25 Assessment 26 Wrap Up
Day 3
27 Ourselves & Our Position 28 Break 29 Previously, On… Unit 2 30 TLO #4: U2L2 31 TLO #5: U2L3 32 Lunch 33 Addressing Unconscious Bias 34 Break 35 TLO #6: U2L4 36 Unit 2 Connections 37 Identity and Bias 38 Wrap-up
Day 4
39 Recruiting & Retaining Students 40 Break 41 Previously, On...Unit 3 42 TLO #7: U3L2 43 Previously, on… U3L3 - 4 44 Lunch 45 TLO #8: U3L6 46 Break 47 Previously on… U3L7 48 Model Lesson #3: U3L8 49 Unit 3 Connections 50 Belonging and Differentiation 51 Wrap Up
Day 5
52 Mapping Equity 53 Values and Assessment 54 Break 55 Assessment Approach 56 Code.org Platform 57 Lunch 58 AP Scavenger Hunt 59 Planning Your Year 60 Closing Ceremonies

Session 4: Welcome to the Course and Exam Description

45 minutes

discussion-based

Purpose

During this session participants engage in a scavenger hunt which serves as a time to explore the Course & Exam Description (CED). At the end of the session, a facilitator goes over the "answers" to the scavenger hunt and connects the “Big Ideas” and “Computational Thinking Skills” from the CED to the Unit 1-10 plan of the curriculum.

Objectives

  • Participants can explain how the curriculum unit structure lends itself to the AP requirements.
  • Participants know how to navigate the CED binder and access it online.
  • Participants can explain how the curriculum framework is organized (i.e., big ideas, enduring understandings, learning objectives, essential knowledge, practices / skills)
  • Participants can describe the “big ideas” of the course (as provided by the College Board) and the Computational Thinking Practices and Skills of the course.
  • Participants have engaged in an activity to explore the exam section of the CED, and how students will be assessed on both content and skills.

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up

Facilitator Supplies:

Participant Materials:

Agenda

Facilitation Guide

Introducing the CED (5 minutes)

(5 minutes) Overview of the Course & Exam Description (CED)

Facilitator Tip

Participants may want to follow along during your overview. You can invite participants to follow along or observe - which ever they prefer.

Ask participants to take out their CED

Use this time just to give participants a tour of the CED at a high level. They will dig deeper into the document themselves later but we want to give them an orientation to what they will see. There will be 6 tabs. Include information about each tab in your overview, including:

The Course Framework

  • Go over a high level description of these items:
    • Show the Computational Thinking Practices and corresponding skills
    • Show the “big ideas” from the framework and how they are broken down into, topics, Enduring understandings (EUs), Learning Objectives (LOs), and Essential Knowledge (EKs)
    • Show how the skills are represented in the LOs

Instructional Approaches

  • Includes descriptions of different strategies you can use in your classroom to help students. problem solve and collaborate.

Curriculum Alignment

  • Includes an organizer for teachers who are creating their own curriculum.

Exam Information

  • Point out the overview of the exam, including:
    • Types of questions on the multiple choice exam (on page 163)
    • Directions for teachers about what role they play during the performance task portion of the assessment (on page 169)
    • Example questions from the multiple choice exam

Student Handouts

  • Includes directions for the Create PT along with the prompts students will need to answer.

Appendix

  • Includes:
    • The reference sheet for the language used on the multiple choice exam. Students will get a copy of this document to use on the exam.
    • A copy of the conceptual framework.

Scavenger Hunt (20 minutes)

Remarks

Now it is your turn to navigate the CED. We have prepared a Scavenger Hunt in your CSP Summer Workshop - Activity Packet 2021 on pages 3-6 to help focus your exploration. You will have 20 minutes to explore the scavenger hunt and we recommend you do it with a partner to talk through your questions. You can also access the CED in digital form in our CSP Summer Workshop 2021 - Monday - Slides.

Facilitator Tip

Use this time to connect with participants and help answer their questions. If you notice a participant seems to have a lot of questions, suggest that they put the questions up on the question parking lot. That will give you time to circulate to other participants. This can also be a good time to practice learning participants’ names.

Participants may not finish the whole scavenger hunt, and that is OK. Our number one goal here is to become familiar with what is in it. The introduction to the Scavenger Hunt and subsequent wrap-up will cover the most necessary parts of the scavenger hunt.

Finally, for participants who are not teaching CSP as an AP course, encourage them to us this time to get more familiar with the course in general. Just because they are not teaching the course as an AP this year doesn’t mean that will always be the case.

Give 5 minute time checks during this time. General pacing suggestions are found in the Scavenger Hunt.

Discussion and Connections to the Curriculum (20 minutes)

(10 minutes) Facilitator voice over from Scavenger Hunt

In each section, review main take-aways from the Scavenger Hunt

(4 minutes) The Conceptual Framework

  • Poll the room - “Raise your hand if you chose to look at Big Idea 1. Big Idea 2? Big idea 3?“ Etc.
    • Note any popular sections
  • Review how Big Ideas, topics, skills, EUs, LOs, and EKs are related to one another.
  • Poll the room - "When you were looking at the Computational Thinking Practice most associated with your LOs who noticed that Computational Thinking Practice #1 seemed to be most present? Computational Thinking Practice #2?" Etc.
    • Note any common Computational Thinking Practices

(1 minute) Instructional Approaches

  • Note: These are some instructional approaches you will see this week as we do lessons from the Code.org curriculum.

(4 minutes) Exam Information

  • Prompt: As you were looking through this section, what surprised you about the AP CSP Assessment(s)?
  • Review main points:
    • There are two different sections to the assessment:
      • A multiple choice exam which has 3 different types of questions on them
        • Single select
        • Single select with reading passage
        • Multi select
    • There is a Performance Task which contains a programming task along with a video and written responses
  • Not all big ideas nor practices are given equal weight on the exam
  • Using the examples in the CED explain how students will be assessed on both content and skills on the AP test.

(1 minute) Student handouts

  • We will be spending more time looking more in depth at the student handouts and the exam information in later workshops. At this point, you only need to know that they are there.

(8 minutes) How we used this Conceptual Framework in our curriculum

Show an overview of the 10 Units and what “Big Ideas” they cover

  • In this workshop we are going to look at Units 1-3 in depth.
  • In the Academic Year Workshops we will look at the remaining units.

Show an overview of how the 10 Units align to the Computational Thinking Practices

(2 minutes) Wrap-Up

Remarks

We know this can be a lot to take in but that is why we have the next 4 days together and 4 more days planned for the school year! After this, we are going to look at a lesson from the curriculum so you can experience the instructional approaches we used in the curriculum. If you have questions you want to address now about the CED or anything so far, write them on a post-it note and put it in the Question Parking Lot. We will be addressing questions from the Question Parking Lot throughout the week.